Didactic games as student-friendly tools for learning hydraulics in a technical university’s undergraduate curriculum

Liuta, Anastasiia V.; Perig, Alexander V.; Afanasieva, Marharyta A.; Skyrtach, Violetta M.

doi:10.1177/0950422218824507

Cited by 7 publications

(6 citation statements)

References 70 publications

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“…The proportion of recreational videogame players among students has steadily increased over time (Prensky, 2001) and this population is expected to find interactive, openended instruction more resonant with their learning style than the classical methods based on unilateral expositions of information. A number of successfully implemented instructional methods incorporating games serves as a testimony to the actuality of interactive, inherently playful education (Gorgen et al, 2020;Liuta et al, 2019;Veldkamp et al, 2020), especially for today's student cohorts heavily influenced by the videogame culture.…”

Section: Results Of the Surveysmentioning

confidence: 99%

Open-Ended, Metacognitive Conception of Classes for the Advancement of Nonconformity and Creative Thought

Uskoković

2020

Open Education Studies

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AbstractInstructional methods incorporating metacognitive or open-ended elements have been gaining popularity, but synergies between the two have rarely been explored. Created with the aspiration to boost students’ knowledge of the knowledge creation process, a conceptually new and structurally open-ended instructional model is proposed here. For that purpose, the squares on Heer’s version of the Bloom taxonomy pyramid were turned into steps on which the class climbed from its base to the top. Each step stepped on opened the content initially hidden from view, but corresponding to cognitive and knowledge dimensions intersecting at it, thus turning the content coverage into an open-ended adventure. Both the students in undergraduate and graduate programs in bioengineering and the faculty peers were in favor of the open-ended model of instruction and, based on distributed online surveys, they preferred it over traditional lecturing. In agreement with the adventurous character of the instructional method, frequent detours and diversions from the straight path of the subject were demonstrated as vehicles for the creative thought. As the students ascended along the learning taxonomy pyramid, the content became less foundational and more in need of discussion, analysis and weighing of pros and cons. At the same time, the students would get increasingly connected with the ideas of broader epistemological and ontological relevance. The intellectual pinnacle of the class was achieved at the peak of the pyramid, where the metacognitive and the creative intersected. There, the students were acquainted with the penultimate learning objective, which is the necessity for a professional to question the premises of one’s profession through one’s professional output, alongside providing practical results therewith.

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Section: Results Of the Surveysmentioning

confidence: 99%

Open-Ended, Metacognitive Conception of Classes for the Advancement of Nonconformity and Creative Thought

Uskoković

2020

Open Education Studies

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“…Experts empirically record that in the higher education system, teachers are limited mainly to the creation and use of role-playing games in the educational process [12,32]. This use of didactic games is ineffective for the professional training of studentsfuture bachelors of psychological and pedagogical education [20,35]. As shown, the experiment, which was developed and implemented outside the classroom on the basis of students 'self-management, a special set of didactic games turned out to be reliably (p<0.05) effective for increasing students' legal literacy.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of the form of activity and impact, didactic games used in the process of professional training are divided into digital games on mobile devices and computers [19] and classroom games with direct contact interaction of participants [13,20]. Experts, based on empirical research, prove the effectiveness of digital gamification through the creation of a creative and free way of thinking that encourages students to try new things and not be afraid of gaming failures in the learning process [21].…”

Section: Gamification In Learningmentioning

confidence: 99%

Formation of Legal Competence of Future Bachelors of Psychological and Pedagogical Education

Nagovitsyn

Бережных

Popovic

et al. 2021

Int. J. Emerg. Technol. Learn.

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This article presents the author’s vision of the content and technology of forming the legal competence of future teachers and psychologists, which includes six synergistically interrelated competencies: legislative, regulatory, ethical, social, informational and psychological. The purpose of the study: to develop didactic games for students - future bachelors of psychological and pedagogical education and experimentally prove the effectiveness of their implementation in extracurricular activities to form their legal competence. Based on the analysis of various educational technologies for the formation of students' legal competencies, a special set of didactic games has been identified and systematized. The scientific novelty of the author’s research lies in the originality of the approach to the independent implementation by students of didactic games in extracurricular activities on the basis of the student scientific community. The research results are statistically proven (p<0.05) through an increase in the level of formation of legal competence in students of psychological and pedagogical sphere.

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“…49,50 The employment of "paper&pencil" didactic games can be successful in terms of understanding and cognition processes, as proven in hydraulic courses. 51 Assessment methods. An interesting non-assessment practical intervention in a secondyear fluid mechanics course was reported by McClelland Pott et al 52 The authors confirmed that non-assessment-driven learning reduced student perceptions of workload, anxiety, and time pressure, and assessment proved unnecessary to drive or enforce learning.…”

Section: Fluid Mechanics Educationmentioning

confidence: 99%

Effectively integrating research argumentation in syllabus learning: A case study of reading journal articles in four fourth-year engineering fluid mechanics courses

Gamez-Montero

Rodero

2023

International Journal of Mechanical Engineering Education

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In an emerging trend in engineering education students are engaged in the scientific discovery process through reading about research published in articles rather than textbooks. A research-based and curriculum-oriented intervention in an undergraduate course was designed to elucidate whether students can progressively gain reading skills when provided with selected articles explicitly related to fluid mechanics research. The aim was also to monitor student awareness of their own progress. A questionnaire was designed to evaluate how fourth-year fluid technology students perceived their reading skills during the teaching intervention. A progressive strategy was applied, including warm-up readings, in- and out-of-class assignments, and best practice lectures. Two parallel test exams and test readings were associated and quantitatively analyzed. Each cohort was randomly divided into two groups, and each group was assigned a different test reading before the lectures; the readings were then switched for the post-lecture assignment. The results demonstrate that the students acquired selective reading skills and awareness of accomplishment. The analyses indicated that learners gained an understanding of the core concepts and gave positive feedback on the teaching materials and schedule. These findings may serve as a guide for engineering educators to improve the preparation of undergraduate students.

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Didactic games as student-friendly tools for learning hydraulics in a technical university’s undergraduate curriculum

Cited by 7 publications

References 70 publications

Open-Ended, Metacognitive Conception of Classes for the Advancement of Nonconformity and Creative Thought

Open-Ended, Metacognitive Conception of Classes for the Advancement of Nonconformity and Creative Thought

Formation of Legal Competence of Future Bachelors of Psychological and Pedagogical Education

Effectively integrating research argumentation in syllabus learning: A case study of reading journal articles in four fourth-year engineering fluid mechanics courses

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